Students’ Energy Understanding Across Biology, Chemistry, and Physics Contexts

Opitz, Sebastian; Neumann, Knut; Bernholt, Sascha; Harms, Ute

doi:10.1007/s11165-017-9632-4

Cited by 18 publications

(15 citation statements)

References 39 publications

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“…For instance, Liu and McKeough [48] show that tasks on forms of energy are more likely to be solved by students than tasks on energy conservation (cf. [49,51]). In addition, there is evidence that students' application of the energy concept depends on context [49].…”

Section: Energy As a Conceptmentioning

confidence: 99%

Investigating Network Coherence to Assess Students’ Conceptual Understanding of Energy

Podschuweit

Bernholt

2020

Education Sciences

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Conceptual knowledge is a crucial tool for students to understand scientific phenomena. Knowledge about the structure and function of mental concepts potentially helps science educators to foster the acquisition of this tool. Specifically, the coherence of students' mental concepts is an intensely discussed issue within the related conceptual change discourse. While former discussions focused on the question of whether these conceptions are coherent or not, recent approaches describe them as dynamic systems behaving more or less coherently in different situations. In this contribution, we captured this dynamic behavior of individual concepts by means of network analysis. Transcribed video data of 16 pairs of students working on four subsequent experiments on energy were transformed into weighted networks, which in turn were characterized by standardized coherence parameters. These coherence parameters and more basic network parameters were correlated with students' pre-post scores of a multiple-choice test on the energy concept. We found that the coherence parameter is significantly related to the students' test scores. Even more intense relations are indicated if networks are calculated solely based on conceptual key terms. Implications as well as methodological constraints of this approach are discussed.

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Section: Energy As a Conceptmentioning

confidence: 99%

Investigating Network Coherence to Assess Students’ Conceptual Understanding of Energy

Podschuweit

Bernholt

2020

Education Sciences

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“…The comparator mainly compares the label data 1 with the prescribed threshold 2 to determine whether the label data is true of the label data. If it is real data, output and submit to the upper application system; if it is not real data, it will not be exported to the upper application system [11,20,21].…”

Section: 2mentioning

confidence: 99%

A high precision data encryption algorithm in wireless network mobile communication

Fan¹,

Wang²,

Debnath³

2019

Discrete &Amp; Continuous Dynamical Systems - S

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At present, the MD5 based data encryption algorithm for wireless network mobile communication cannot effectively detect the intrusion data in the mobile communication. Redundant data is not removed, the efficiency of data encryption is low, and the overall communication security is poor. In this paper, a MDEA based data encryption algorithm for wireless network mobile communication is proposed. By applying normalization of communication data to DBN model, using the way of changing one parameter while keeping others, the optimal DBN detection model is built to achieve high-precision detection of intrusion data. Using the signal intensity at different times, the speed and process time of the data level movements are estimated. By estimating the results, the redundant data and inappropriate data are removed, and performed the MDEA operation based on the secret data, introduced random numbers and timestamps to prevent the foreign infiltrations. Experiments show that the algorithm can not only improve the detection quality of intrusion data, but also enhance the cleaning effect of redundant data and in the communication, and enhance data security. 2010 Mathematics Subject Classification. 19J25.

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“…Ebenfalls bestehen in den Fachwissensitems (zumindest teilweise) inhaltliche Überschneidungen der naturwissenschaftlichen Kompetenzen. Dies gilt beispielsweise für das Basiskonzept Energie, das in allen drei Fächern behandelt wird (Opitz et al 2017). Für hohe inhaltliche Überschneidungen sprechen auch die sehr hohen Korrelationen zwischen den drei Fächern, die Wellnitz et al (2017) auf der Basis von Normierungsdaten aus dem IQB berichten (r = 0,89 bis 0,95).…”

Section: Dimensionale äQuivalenzunclassified

Vergleichbarkeit der naturwissenschaftlichen Kompetenz in der neunten Klasse im Nationalen Bildungspanel und im IQB-Ländervergleich 2012

et al. 2019

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Zusammenfassung Verschiedene Schulleistungsstudien in Deutschland messen die Kompetenz von Schülerinnen und Schülern in den Naturwissenschaften am Ende der Sekundarstufe I, wie z. B. der IQB-Ländervergleich (LV; neuerdings IQB-Bildungstrend) und das Nationale Bildungspanel (NEPS). Die vorliegende Untersuchung beschäftigt sich mit der Überprüfung der dimensionalen Äquivalenz und der Skalenäquivalenz der Testwerte von NEPS und dem LV mit dem Ziel, die Skalen beider Studien miteinander zu verlinken. Zu diesem Zweck wurde eine Linking-Studie durchgeführt, in der 678 Schülerinnen und Schüler in einem Single-Group-Design die Aufgaben aus beiden Studien bearbeitet haben. Die Analysen zeigten eine hohe Vergleichbarkeit der NEPS-und LV-Testinstrumente hinsichtlich der faktoriellen Struktur der Daten sowie der Verteilung von Kompetenzwerten. Das Linking erfolgte mittels Equipercentile Equating und zeigte eine hohe Übereinstimmung der Testwertverteilung beider Studien sowie der Verteilung der Personen auf die Kompetenzstufen des LV.

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Students’ Energy Understanding Across Biology, Chemistry, and Physics Contexts

Cited by 18 publications

References 39 publications

Investigating Network Coherence to Assess Students’ Conceptual Understanding of Energy

Investigating Network Coherence to Assess Students’ Conceptual Understanding of Energy

A high precision data encryption algorithm in wireless network mobile communication

Vergleichbarkeit der naturwissenschaftlichen Kompetenz in der neunten Klasse im Nationalen Bildungspanel und im IQB-Ländervergleich 2012

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